Youth Arts Festival Colombia Publication by Deirdre Walsh

Youth Arts Festival 09

Activities that took place during the Festival

October 2009

Plasticine modelling workshop facilitated by the teacher Luis Alfonso Isaza

Cartoon workshop facilitated by the teacher Alejandro Ortega

Face-painting workshop facilitated by the teacher Mary Luz Ramirez

Origami workshop facilitated by the teacher Jorge Herrera

Mask workshop facilitated by Cooperacion Renovacion

Collage workshop facilitated by Deirdre Walsh

Theatre work: Education show on the theme of Identity and Diversity

ƌƟƐƚƐ ĨƌŽŵ ƚŚĞ sŽůƵŶƚĞĞƌŝŶŐ WƌŽŐƌĂŵŵĞ ĨƌŽŵ DĂǇĮĞůĚ ƌƚƐ EĞǁďƵƌǇ ,ŽƵƐĞ͕ /ƌĞůĂŶĚ

ŚĞ ƐƚƵĚĞŶƚƐ ŽĨ ƚŚĞ ĐŽůůĞŐĞ ĞůůŽ KƌŝĞŶƚĞ ĂĚĚƌĞƐƐĞĚ ƚŚĞ ƌĞƐĞĂƌĐŚĞĚ ƚŚĞ ŝƐƐƵĞƐ ŽĨ ŝĚĞŶƟƚǇ ĂŶĚ ƚĞƌƌŝƚŽƌǇ͕ ŶĞǁ ŵĞƚŚŽĚŽůŽŐŝĞƐ ĂŶĚ ĚŝīĞƌĞŶƚ ĂƌƟƐƟĐ ĂĐƟǀŝƟĞƐ ĨŽƌ ǁŽƌŬŝŶŐ ŝƐƐƵĞ ŽĨ ƚĞƌƌŝƚŽƌǇ ĂŶĚ ŝĚĞŶƟƚǇ ƚŚƌŽƵŐŚ ŵƵƐŝĐ͕ ĞǆƉůŽƌŝŶŐ ƐŽƵŶĚƐ ĂŶĚ ƌŚǇƚŚŵƐ͕ ĂŶĚ ƐĞĂƌĐŚŝŶŐ ĨŽƌ ŽďũĞĐƚƐ ŝŶ ƚŚĞ ǁŝƚŚ ǇŽƵƚŚ͘ / ĂůƐŽ ůĞĂƌŶĞĚ ďĂƐŝĐ ^ƉĂŶŝƐŚ͘ / ŵĞƚ ƚŚĞ ƉĂƌƟĐŝƉĂƟŶŐ ƐĐŚŽŽůƐ͕ ƚŚĞŝƌ ŶĞŝŐŚďŽƌŚŽŽĚƐ ĂŶĚ ĞǆƉůŽƌĞĚ ůŽĐĂů ĞŶǀŝƌŽŶŵĞŶƚ͕ ĨŽƌ ĞǆĂŵƉůĞ ƉůĂƐƟĐ ďĂƌƌĞůƐ ĂŶĚ ŵĞƚĂů ĐĂŶƐ͘ tĞ ĂůƐŽ ƉĂŝŶƚĞĚ ǁŽƌĚƐ ĂƐƐŽĐŝĂƚĞĚ ǁŝƚŚ ƚŚĞ ƐƵďũĞĐƚ ƐŽŵĞ ŽĨ ƚŚĞ ĐŝƚǇ͕ ƚŚŝƐ ŚĞůƉĞĚ ŵĞ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞ ŽŶ ƚŚĞ ŝŶƐƚƌƵŵĞŶƚƐ ĂŶĚ ŝŶĐůƵĚĞĚ ŵŽǀĞŵĞŶƚƐ ƚŚĂƚ ŐĞŽŐƌĂƉŚǇ ĂŶĚ ƚŚĞ ĐŽŵƉůĞǆŝƚǇ ƚŚĂƚ ĞǆŝƐƚĞĚ ďĞƚǁĞĞŶ ƌĞƉƌĞƐĞŶƚĞĚ ƚŚĞ ƚŚŝŶŐƐ ƚŚĞǇ ůŝŬĞ ĂďŽƵƚ ƚŚĞŝƌ ŶĞŝŐŚďŽƌ! ŶĞŝŐŚďŽƌŚŽŽĚƐ ĂŶĚ ƐĐŚŽŽůƐ͘ KǀĞƌ ůǀĂƌĞǌ ĨƌŽŵ ƚŚĞ ŚŽŽĚ͘ dŚĞƐĞ ƉŽƐŝƟǀĞ ƚŚŝŶŐƐ ŝŶĐůƵĚĞĚ ƚŚĞ ƵŶŝƚǇ ŽĨ ƚŚĞ ĞƐĞĂƌƚĞ WĂǌ ƉƌŽŐƌĂŵŵĞ ĂĐĐŽŵƉĂŶŝĞĚ ŵĞ͕ ĂŶĚ ǁĞ ǁŽƌŬĞĚ ƚŽŐĞƚŚĞƌ ƚŚƌŽƵŐŚŽƵƚ ƚŚĞ ƉƌŽũĞĐƚ ĂůŽŶŐ ǁŝƚŚ ƚŚĞ ƉĞŽƉůĞ ŝŶ ƚŚĞŝƌ ůŽĐĂů ĂƌĞĂ͕ ŶĂƚƵƌĞ͕ ƚŚĞ ƚƌĂŶƋƵŝůŝƚǇ ŽĨ ƚŚĞŝƌ ŐƌŽƵƉ ŽŽƉĞƌĂĐŝŽŶ ZĞŶŽǀĂĐŝŽŶ ƵůƚƵƌĂů ĨƌŽŵ ƚŚĞ ĂƐƟůĞ ƐƵƌƌŽƵŶĚŝŶŐƐ͘ dŚĞ ĂƐƉĞĐƚƐ ŽĨ ƚŚĞŝƌ ĞŶǀŝƌŽŶŵĞŶƚ ƚŚĞǇ ĚŝĚ ŶŽƚ ůŝŬĞ ŝŶĐůƵĚĞĚ ĚƌƵŐƐ ĂŶĚ ǀŝŽůĞŶĐĞ͘ ŶĞŝŐŚďŽƌŚŽŽĚ͘ tŝƚŚ ƚŚĞ ƐƚƵĚĞŶƚƐ ŽĨ ^ĐŚŽŽů &ƌĂŶĐŝƐĐŽ >ƵŝƐ ,ĞƌŶĂŶĚĞǌ ĞƚĂŶĐƵƌ͕ ǁĞ ƵƐĞĚ ĞǆĞƌĐŝƐĞƐ ĂŶĚ ĂĐƟǀŝƟĞƐ ƚŚĂƚ ĂůůŽǁĞĚ ƵƐ dŚĞ & ƐƚƵĚĞŶƚƐ͕ ĂůŽŶŐ ǁŝƚŚ ƚŚĞ ƚĞĂĐŚĞƌƐ ůďĂ ĂŶĚ Ăůů ƚŽ ŐĞƚ ƚŽ ŬŶŽǁ ĞĂĐŚ ŽƚŚĞƌ ĂŶĚ ĨƌŽŵ ƚŚĞƌĞ ĞǆƉůŽƌĞ ƚŚĞ DĂƌŝĂ >Ƶǌ EĞůůǇ >ŽŶĚŽŹŽ ZĂŵŝƌĞǌ͕ ǁĂŶƚĞĚ ƚŽ ĞǆƉůŽƌĞ ƚŚĞŵĞ ŽĨ ŝĚĞŶƟƚǇ͘ dŚĞ ƐƚƵĚĞŶƚƐ ĨŽĐƵƐĞĚ ŽŶ ƚŚĞŝƌ ƐĐŚŽŽů ĂƐ ƚƌƵƐƚ ĂŶĚ ůĞĂƌŶ ŚŽǁ ƚŽ ĞǆƉƌĞƐƐ ƚŚĞŵƐĞůǀĞƐ ƚŚƌŽƵŐŚ ƚŚĞŝƌ Ă ƉůĂĐĞ ƚŽ ƐŚĂƌĞ ĞǆƉĞƌŝĞŶĐĞƐ ǁŝƚŚ ĨƌŝĞŶĚƐ͕ ĐŽŵŵƵŶŝĐĂƚĞ ďŽĚŝĞƐ͘ dŚĞ ǁŽƌŬƐŚŽƉƐ ďĞŐĂŶ ǁŝƚŚ ƐƚƌĞƚĐŚŝŶŐ ĂŶĚ ǇŽŐĂ ŵŽǀĞƐ ƚŽ ŚĞůƉ ƚŚĞŵ ĨĞĞů ŵŽƌĞ ĐŽŵĨŽƌƚĂďůĞ ǁŝƚŚ ƚŚĞŝƌ ŝŶƚĞƌĞƐƚƐ ĂŶĚ ŚŽďďŝĞƐ͘ tĞ ĚĞĐŝĚĞĚ ƚŽ ƵƐĞ ƉŚŽƚŽŐƌĂƉŚǇ͕ ƐĐƵůƉƚƵƌĞ ĂŶĚ ƉĂŝŶƟŶŐ ƚŽ ĞǆƉƌĞƐƐ ƚŚĞŝƌ ŝĚĞĂƐ ŵŽǀĞŵĞŶƚ ĂŶĚ ďŽĚǇ ĞǆƉƌĞƐƐŝŽŶ͘ dŚĞŶ ǁĞ ďĞŐĂŶ ƚŚĞ ďĂƐŝĐ ƐƚĞƉƐ ŽĨ ĨƌŝĐĂŶ ĚĂŶĐĞ͕ ĂĐĐŽŵƉĂŶŝĞĚ ďǇ ƉĞƌĐƵƐƐŝŽŶ ĨƌŽŵ ĐƌĞĂƟǀĞůǇ͘ dŚĞ ŵĂũŽƌŝƚǇ ŽĨ ƐƚƵĚĞŶƚƐ ŝŶ ƚŚŝƐ ƐĐŚŽŽů ŵƵƐƚ ƵƐĞ ƚŚĞŝƌ ŚĂŶĚƐ ƚŽ ĐŽŵŵƵŶŝĐĂƚĞ͕ ƐŽ ǁĞ ďĞŐĂŶ ďǇ ĐƌĞĂƟŶŐ ŵĞŵďĞƌƐ ŽĨ ŽƌƉŽƌĂƟŽŶ ZĞŶŽǀĂĐŝŽŶ ƵůƚƵƌĂů͘ ƵƌŝŶŐ ƚŚĞ ĮƌƐƚ ǁĞĞŬ ǁĞ ŵĂĚĞ ƉƌŽŐƌĞƐƐ ǁŝƚŚ ƚŚĞ ĚĂŶĐĞ ŵŽǀĞƐ ĂŶĚ ŚĂŶĚ ƐĐƵůƉƚƵƌĞƐ͘ ĐŚŽƌĞŽŐƌĂƉŚǇ͕ ĂŶĚ ůŝƩůĞ ďǇ ůŝƩůĞ ƚŚĞ ŐŝƌůƐ ĨĞůƚ ŵŽƌĞ ĐŽŶĮĚĞŶƚ ĂďŽƵƚ ƚŚĞŝƌ ĂďŝůŝƚǇ ƚŽ ŵŽǀĞ͘ dŚĞ ƐƚƵĚĞŶƚƐ :ŽƐĠ ŶƚŽŶŝŽ ĞƌŶĂů ĚŝƐĐƵƐƐĞĚ ƚŚĞ ƚŚĞŵĞ tŝƚŚ ĚĂŶĐĞƌƐ ĨƌŽŵ ŽŽƉĞƌĂĐŝŽŶ ZĞŶŽǀĂĐŝŽŶ ƵůƚƵƌĂů ǁĞ ǁŝƚŚ ƚŚĞŝƌ ƚĞĂĐŚĞƌ ĂŶĚ ďĞĐĂŵĞ ŝŶƚĞƌĞƐƚĞĚ ŝŶ ŝƟŶĞƌĂŶƚ ŝĚĞŶƟƟĞƐ͕ ƚƌĂǀĞů ĂŶĚ ĐŽŵŵƵŶŝĐĂƟŽŶ ŵĞƚŚŽĚƐ͕ ĞƐƉĞĐŝĂůůǇ ǁŽƌŬĞĚ ŝŶ ƐŽŵĞ ĐŽŶƚĞŵƉŽƌĂƌǇ ĚĂŶĐĞ ŵŽǀĞƐ ƐŽ ƚŚĂƚ ƚŚĞ ŐŝƌůƐ ĐŽƵůĚ ŝŶƚĞŐƌĂƚĞ ƚŚĞŝƌ ƋƵĞƐƟŽŶƐ ŽŶ ƚŚĞ ƐƵďũĞĐƚ ŽĨ ĐŽŵŵƵŶŝĐĂƟŽŶ ŵĞƚŚŽĚƐ ƐƵĐŚ ĂƐ ƉƵďůŝĐ ƉŚŽŶĞƐ ĂŶĚ ƉĞŽƉůĞ ǁŚŽ ƐĞůů ŵŽďŝůĞ ƉŚŽŶĞ ŵŝŶƵƚĞƐ ŽŶ ƚŚĞ ƐƚƌĞĞƚ͘ dŚĞ dĞƌƌŝƚŽƌǇ ĂŶĚ /ĚĞŶƟƚǇ͘ dŚĞ ŝƐƐƵĞƐ ƚŚĂƚ ĞŵĞƌŐĞĚ ĂŶĚ ƚŚĂƚ ƐƚƵĚĞŶƚƐ ǁĂŶƚĞĚ ƚŽ ĞǆƉůŽƌĞ ŚŽǁ ĐŽŵŵƵŶŝĐĂƟŽŶ ŵĞƚŚŽĚƐ ǁĞƌĞ ƌĞƉƌĞƐĞŶƚĞĚ ƚŚƌŽƵŐŚ ĚĂŶĐĞ ŝŶĐůƵĚĞĚ͗ ͞tŚŽ Ăŵ /͍͕͟ Η ŽĚǇ ĂƐ Ă ƚĞƌƌŝƚŽƌǇ ŽĨ ƚŚĞ ŽƚŚĞƌ͕ ƚŚĞ ŽƚŚĞƌ ĂƐ ŵǇ ĂƌĞ ƌĞůĂƚĞĚ ƚŽ ĂŶĚ ĂīĞĐƚ ƉĞŽƉůĞ ǁŚŽ ĨŽƌĐĞĚ ƚŽ ůŝǀĞ ĂŶĚ ǁŽƌŬ ŽŶ ƚŚĞ ƐƚƌĞĞƚƐ͘ tĞ ƵƐĞĚ ƉŚŽƚŽŐƌĂƉŚǇ ĂŶĚ ǀŝĚĞŽ ƚŽ ƚĞƌƌŝƚŽƌǇΗ͕ ͞ƚŚĞ ƐĐŚŽŽů͕͟ ͞ƚŚĞ ĐŝƚǇ ĂƐ ĂŐŝƚĂƚĞĚ͕ ƚŚĞ ŚŽƵƐĞ ĂƐ ƚŚĞ ƉůĂĐĞ ǁŚĞƌĞ ƚŚĞǇ ĐĂŶ ƌĞůĂǆ͘͟ dŚĞ ƚĞĞŶĂŐĞƌƐ ǁŽƌĞ ĞǆƉůŽƌĞ ƚŚĞƐĞ ŝĚĞĂƐ͕ ĂŶĚ ǁĞ ĐƌĞĂƚĞĚ Ă ĮŶĂů ǀŝĚĞŽ ďůĂĐŬ͕ ĂŶĚ ĞĂĐŚ ŐƌŽƵƉ ƵƐĞĚ Ă ƐŝŶŐůĞ ĐŽůŽƌ͘ KŶĞ ƉĞƌƐŽŶ ŝŶƐƚĂůůĂƟŽŶ ĨŽƌ ƚŚĞ ĨĞƐƟǀĂů͘ ĨƌŽŵ ĞĂĐŚ ƐƵďŐƌŽƵƉ ǁĂƐ ƉĂŝŶƚĞĚ ǁŝƚŚ Ă ǁŽƌĚ ŽŶ ƚŚĞŝƌ ďŽĚǇ ŝŶ ŬĞĞƉŝŶŐ ǁŝƚŚ ƚŚĞ ƚŚĞŵĞ͗ ŝŶĚŝǀŝĚƵĂůŝƚǇ͕ ƚŽůĞƌĂŶĐĞ͕ dŚĞ ƚĞĂĐŚĞƌƐ :ŽƌŐĞ ,ĞƌƌĞƌĂ ĂŶĚ ƚŚĞ ^ ƐƚƵĚĞŶƚƐ ĞǆƉůŽƌĞĚ ŚŽǁ ŵĂƉƐ ĐĂŶ ďĞ ƵƐĞĚ ƚŽ ĞǆƉƌĞƐƐ ƚŚĞŝƌ ƚŚŽƵŐŚƚƐ ƌĞƐƉĞĐƚ͕ ĂĐĐĞƉƚĂŶĐĞ͕ ŝĚĞŶƟƚǇ ĂŶĚ ƐĞůĨͲĞƐƚĞĞŵ͘ ĂďŽƵƚ ŝĚĞŶƟƚǇ ĂŶĚ ƚĞƌƌŝƚŽƌǇ͘ / ƐŚŽǁĞĚ ƚŚĞ ƚĞĞŶĂŐĞƌƐ ǀĂƌŝŽƵƐ ǁĂǇƐ ĐŽŶƚĞŵƉŽƌĂƌǇ ĂƌƟƐƚƐ ŚĂǀĞ ĞǆƉƌĞƐƐĞĚ ŝĚĞĂƐ dŚĞ &Ğ Ǉ ůĞŐƌşĂ ĞĚƵĐĂƟŽŶĂů ŝŶƐƟƚƵƟŽŶ ŝŶ DŽƌĂǀŝĂ͕ ǁŚŝĐŚ ŝƐ ǁĞƐƚ ŽĨ ƚŚĞ ĐŝƚǇ͕ ŝƐ ůŽĐĂƚĞĚ ŽŶ ƌĞĐůĂŝŵĞĚ ǁĂƐƚĞ ůĂŶĚ ĂŶĚ ĞŵŽƟŽŶƐ ƚŚƌŽƵŐŚ ƉŚǇƐŝĐĂů͕ ŝŵĂŐŝŶĂƌǇ ĂŶĚ ƉŽůŝƟĐĂů ŵĂƉƐ͘ dŚĞŶ ǁĞ ƚĂůŬĞĚ ĂďŽƵƚ ŚŽǁ ƚŚĞǇ ĐŽƵůĚ ŵĞƌŐĞ ƚŚĞƐĞ ǁŚĞƌĞ ƉĞŽƉůĞ ŚĂǀĞ ďƵŝůƚ ƚŚĞŝƌ ŚŽƵƐĞƐ͘ dŚĞǇ ŚĂǀĞ ĂůƐŽ ŝĚĞĂƐ ŽĨ ŵĂƉƐ ƵƐŝŶŐ Ă ǀŝƐƵĂů ŶĂƌƌĂƟǀĞ ŽĨ ŚŽǁ ǁĞ ŶĂǀŝŐĂƚĞ ďƵŝůƚ Ă ƵůƚƵƌĂů ĞǀĞůŽƉŵĞŶƚ ĞŶƚĞƌ͕ ǁŚŝĐŚ ŚĂƐ ďĞĞŶ ůŝŬĞ ŽƵƌ ƉŚǇƐŝĐĂů ĂƌĞĂ͕ ŽƵƌ ďŽĚŝĞƐ ĂŶĚ ŽƵƌ ůŝǀĞƐ͘ dŚĞ ƐƚƵĚĞŶƚƐ Ă ďƌĞĂƚŚ ŽĨ ĨƌĞƐŚ Ăŝƌ ƚŽ ƚŚĞ ĂƌĞĂ͘ /ƚ ŝƐ ŽƉĞŶ ƚŽ Ăůů͕ ĂŶĚ ŝƐ ĨƵůů ŽĨ ĂƌƟƐƟĐ ǀŝƚĂůŝƚǇ͘ dŚĞƌĞ ŝƐ ĂůǁĂǇƐ ƐŽŵĞƚŚŝŶŐ ƚŽ ĚŽ͕ ĂŶĚ ĚƌĞǁ ƚŚĞŝƌ ŽǁŶ ƉĞƌƐŽŶĂů ŵĂƉƐ ĂŶĚ ǁĞ ƚŚĞŶ ŵĂĚĞ Ă ƚŚĞ ƐƉĂĐĞ ŝƐ ĞƐƉĞĐŝĂůůǇ ƚŚƌŝǀŝŶŐ ǁŝƚŚ ǇŽƵŶŐ ƉĞŽƉůĞ͘ ĐŽůůĂŐĞ ŽŶ Ă ůĂƌŐĞ ƐĐĂůĞ͘ dŚĞƐĞ ŵĂƉƐ ŝŶĐůƵĚĞĚ ŵŝǆĞĚ tŽƌŬƐŚŽƉƐ ĂƌĞ ĐŽŶĚƵĐƚĞĚ ŝŶ Ăƌƚ͕ ĚĂŶĐĞ͕ ŵƵƐŝĐ͕ ĂŶĚ Ă ƚŚĞŵĞƐ ůŝŬĞ ĚĞĂƚŚ͕ ƚŚĞ ďŽĚǇ͕ ƉůĂĐĞƐ͕ ĂŶŝŵĂůƐ͕ ƚŚŽƵŐŚƚƐ͕ ƐƉĂĐĞ ŝƐ ƉƌŽǀŝĚĞĚ ĨŽƌ ǇŽƵŶŐ ƉĞŽƉůĞ ŝŶ ƚŚĞ ĂƌĞĂ ƚŽ ŵĞĞƚ ĂŶĚ ƉĞƌƐŽŶĂů ƚŚŽƵŐŚƚƐ͘ ĂŶĚ ƐŚĂƌĞ ƚŚĞŝƌ ƚĂůĞŶƚƐ͕ ƐƵĐŚ ĂƐ ďƌĞĂŬ ĚĂŶĐĞ͕ ƌĂƉ͕ ƐƚƌĞĞƚ͕ ĂŶĚ ĐĂƉŽĞŝƌĂ͘ dŚĞ ŵŽƐƚ ŝŵƉŽƌƚĂŶƚ ƚŚŝŶŐ ĨŽƌ ŵĞ ŝƐ ƚŚĂƚ ƚŚĞ ƚĞĞŶĂŐĞƌƐ dŚŝƐ ŐƌŽƵƉ ŽĨ ǇŽƵŶŐƐƚĞƌƐ ƉĂƌƟĐŝƉĂƚĞĚ ŝŶ ŽƵƌ ƉĞƌĐƵƐƐŝŽŶ ĞŶũŽǇĞĚ ƚŚŝƐ ĞǆƉĞƌŝĞŶĐĞ͘ / ůĞĂƌŶĞĚ Ă ůŽƚ ĨƌŽŵ ƚŚĞŵ ĂŶĚ ĨƌŽŵ ŝŶƚĞƌĂĐƟŶŐ ǁŝƚŚ ƉĞŽƉůĞ ĨƌŽŵ ĚŝīĞƌĞŶƚ ĐƵůƚƵƌĞƐ͕ ĂŶĚ ĂŶĚ ĚĂŶĐĞ ǁŽƌŬƐŚŽƉƐ ƵƐŝŶŐ ŝŶƐƚƌƵŵĞŶƚƐ͕ ŵŽǀĞŵĞŶƚƐ ĂŶĚ ƐŽƵŶĚƐ ƚŚĂƚ ŚŝŐŚůŝŐŚƚ ƚŚĞŝƌ ŶĞŝŐŚďŽƌŚŽŽĚ ĂŶĚ ƚŚĞŝƌ ƚŚƌŽƵŐŚ Ă ŶĞǁ ůĂŶŐƵĂŐĞ͘ / ĂůƐŽ ůĞĂƌŶĞĚ ƚŽ ďĞ Ă ŐŽŽĚ ĨĂĐŝůŝƚĂƚŽƌ͕ ƚĂŬŝŶŐ ŝŶƚŽ ĂĐĐŽƵŶƚ ƚŚĂƚ / ŵƵƐƚ ďĞ ŇĞǆŝďůĞ ĂŶĚ ĐŚŽƐĞŶ ŵĞƚŚŽĚ ŽĨ ƉĞƌĨŽƌŵĂŶĐĞ͘ dŚĞ ĮŶĂů ĐŚŽƌĞŽŐƌĂƉŚǇ ĐƌĞĂƟǀĞ͕ ĂŶĚ ƵƐĞ ĂƉƉƌŽƉƌŝĂƚĞ ĂƌƟƐƟĐ ĂĐƟǀŝƟĞƐ͕ ĂŶĚ ďĞ Ă ŝŶĐŽƌƉŽƌĂƚĞĚ ŝŶĚŝǀŝĚƵĂů ŵŽǀĞŵĞŶƚƐ͘ ^ŽŵĞ ŽĨ ƚŚĞ ƉĂƌƟĐŝƉĂŶƚƐ ƵƐĞĚ ĂŶĚ ŽƚŚĞƌƐ ŽďũĞĐƚƐ ĨŽƵŶĚ ŝŶ ƚŚĞ ƐƚƌĞĞƚƐ͕ ŐŽŽĚ ůŝƐƚĞŶĞƌ͘ / ĐŽƵůĚ ŶŽƚ ŚĂǀĞ ĚŽŶĞ ǁŝƚŚŽƵƚ ƚŚĞ ŐƌĞĂƚ ŚĞůƉ ŽĨ ƚŚĞ ĞƐĞĂƌƚĞ WĂǌ ƚĞĂŵ͕ ĂŶĚ ƚŚĞ ƉƌĞƉĂƌĂƟŽŶ ĂŶĚ ƐƵĐŚ ĂƐ ĐĂŶƐ͕ ƉůĂƐƟĐ ďŽƩůĞƐ͕ ƚŽ ĐƌĞĂƚĞ ƐŽƵŶĚƐ ĂŶĚ ƌŚǇƚŚŵƐ͘ tĞ ŚĂĚ ƚŚĞ ƐƵƉƉŽƌƚ ĂŶĚ ƉĂƌƟĐŝƉĂƟŽŶ ŽĨ ƚƌĂŝŶŝŶŐ / ƌĞĐĞŝǀĞĚ ŝŶ DĂǇĮĞůĚ ƌƚƐ EĞǁďƵƌǇ ,ŽƵƐĞ ŝŶ ŽŽƉĞƌĂĐŝŽŶ ZĞŶŽǀĂĐŝŽŶ ƵůƚƵƌĂů͕ ǁŚŽ ĂůǁĂǇƐ ŽƌŬ͘ / ǁŽƵůĚ ůŝŬĞ ƚŽ ĐŽŶƟŶƵĞ ǁŽƌŬŝŶŐ ǁŝƚŚ ǇŽƵƚŚ ŝŶ ĂĐĐŽŵƉĂŶŝĞĚ ŵĞ ĂŶĚ ŚĞůƉĞĚ ŵĞ ƚŽ ƉůĂŶ ƚŚĞ ǁŽƌŬƐŚŽƉƐ͘ ĂƌƟƐƟĐ ƉƌŽũĞĐƚƐ ŝŶ /ƌĞůĂŶĚ ĂŶĚ ĂďƌŽĂĚ͕ ĂŶĚ / ŚŽƉĞ ƚŽ ƌĞƚƵƌŶ ƚŽ DĞĚĞůůŝŶ ƚŽ ǁŽƌŬ ĂŐĂŝŶ ǁŝƚŚ ƚŚĞ ĞƐĞĂƌƚĞ WĂǌ ƉƌŽŐƌĂŵŵĞ ŝŶ ƚŚĞ WĂƵů ĂƌĚǁĞůů 'ĂůůĞƌǇ ŽĨ ŽŶƚĞŵƉŽƌĂƌǇ ƌƚ͘

ŚĞ ƐĐŚŽŽůƐ ǁŝƚŚ ǁŚŽŵ / ǁŽƌŬĞĚ ǁĞƌĞ͗ ^ĂŶƚĂ ůĂƌĞ ŽĨ ƐƐŝƐŝ ĂŶĚ DĞƌĐĞĚŝƚĂƐ 'ŽŵĞǌ DĂƌƟŶĞǌ͘ dŚĞƐĞ ƐĐŚŽŽůƐ ĂƌĞ ďŽƚŚ ǀĞƌǇ ĚŝīĞƌĞŶƚ ĂŶĚ ǀĞƌǇ ĐƌĞĂƟǀĞ͘ /ŶŝƟĂůůǇ͕ ƚŚĞ ƚĞĂĐŚĞƌƐ ƌĞƐĞĂƌĐŚĞĚ ƚŚĞ ŝƐƐƵĞƐ ǁŝƚŚ ƚŚĞ ƐƚƵĚĞŶƚƐ ĂŶĚ ĚŝƐĐƵƐƐĞĚ ƚŚĞ ƉŽƐƐŝďŝůŝƚǇ ŽĨ ĞǆƉůŽƌŝŶŐ ƚŚĞ ƚŚĞŵĞ ƚŚƌŽƵŐŚ ĂƌƟƐƟĐ ŵĞĂŶƐ͘ ^ĞǆƵĂů ĚŝǀĞƌƐŝƚǇ ĂŶĚ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ ǁĞƌĞ ƚŚĞ ƚŽƉŝĐƐ ŽĨ ŝŶƚĞƌĞƐƚ ŝŶ ƚŚĞƐĞ ƚǁŽ ŝŶƐƟƚƵƟŽŶƐ͘ / ŝŶǀĞƐƟŐĂƚĞĚ ƚŚĞ ƚŚĞŵĞ ŽĨ ^ĞǆƵĂů ŝǀĞƌƐŝƚǇ ŝŶ DĞĚĞůůŝŶ ĨƵƌƚŚĞƌ ǁŝƚŚ ƚŚĞ ƐƚƵĚĞŶƚƐ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ǁŚĂƚ ƚŚĞǇ ǁĂŶƚĞĚ ƚŽ ĞǆƉƌĞƐƐ͘ /Ŷ ƚŚĞ ĮƌƐƚ ƐƚĂŐĞ ŽĨ ƚŚĞ ǁŽƌŬƐŚŽƉƐ͕ ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ǁĂƐ ŝŶƚĞŐƌĂů ƚŽ ƚŚĞ ĐƌĞĂƟǀĞ ĚĞǀĞůŽƉŵĞŶƚ͘ dŚƌŽƵŐŚŽƵƚ ƚŚĞ ƉƌŽĐĞƐƐ͕ KŶĞŝĚŝƐ ĂĐĐŽŵƉĂŶŝĞĚ ŵĞ ƚŽ ƚƌĂŶƐůĂƚĞ ŝŶ ^ƉĂŶŝƐŚ͕ ĂŶĚ ƚŽŐĞƚŚĞƌ ǁĞ ƉůĂŶŶĞĚ ǀĂƌŝŽƵƐ ĂĐƟǀŝƟĞƐ ĂŶĚ ŐĂŵĞƐ ƚŚĂƚ ŝŶĐŽƌƉŽƌĂƚĞĚ ƚŚĞ ƚŚĞŵĞ ƉƌŽƉŽƐĞĚ ďǇ ƚŚĞ ǇŽƵŶŐ ƉĞŽƉůĞ͘ ƚ ďŽƚŚ ŝŶƐƟƚƵƟŽŶƐ͕ ŝŶ ƌĞůĂƟŽŶ ƚŽ ƚŚĞŝƌ ƌĞƐƉĞĐƟǀĞ ƚŚĞŵĞƐ͕ ǁĞ ĂĚĚƌĞƐƐĞĚ ƚŚĞ ŝƐƐƵĞ ĨƌŽŵ ƚŚĞ ƉĞƌƐŽŶĂů ŝĚĞŶƟƚǇ ŽĨ ƚŚĞ ŝŶƐƟƚƵƟŽŶ ĂŶĚ ƐƚƵĚĞŶƚ ůŝĨĞ͘ dŚĞ ǇŽƵŶŐ ƉĞŽƉůĞ ďĞŐĂŶ ƚŚĞ ƉƌŽĐĞƐƐ ďǇ ĚƌĂǁŝŶŐ ŽƵƚůŝŶĞƐ ŽĨ ƚŚĞŝƌ ďŽĚŝĞƐ͕ ƚŚĞŶ ƚŚĞǇ ǁƌŽƚĞ ŵĞƐƐĂŐĞƐ ĂŶĚ ŽƉŝŶŝŽŶƐ ŽŶ ƚŚĞ ĚƌĂǁŝŶŐƐ͕ ĞǆƉĞƌŝŵĞŶƚĞĚ ǁŝƚŚ ĚŝīĞƌĞŶƚ ŵĂƚĞƌŝĂůƐ͕ ĂŶĚ ĞǆƉůŽƌĞĚ ŽƚŚĞƌ ǀŝƐƵĂů ŵĞĚŝĂ ƐƵĐŚ ĂƐ ƉŚŽƚŽŐƌĂƉŚǇ͕ ƉĞƌĨŽƌŵĂŶĐĞ ĂŶĚ ĨĂƐŚŝŽŶ͘ ůů ƚŚĞƐĞ ĞůĞŵĞŶƚƐ ĂƌĞ ƉƌĞƐĞŶƚĞĚ ŝŶ ƚŚĞ ĮŶĂů ĞǆŚŝďŝƟŽŶ ǁŝƚŚ ƚŚĞ ŚĞůƉ ŽĨ ^Žů sĠůĞǌ ĂŶĚ DĂƵƌŝĐŝŽ ZŽĚƌŝŐƵĞǌ ǁŚŽ ǁŽƌŬ ŝŶ ƚŚĞ 'ĂůůĞƌǇ ŽĨ ƚŚĞ ĞŶƚƌŽ ŽůŽŵďŽ ŵĞƌŝĐĂŶŽ ŝŶ DĞĚĞůůŝŶ͘ dŚĞ ĚĂǇ ŽĨ ƚŚĞ ĨĞƐƟǀĂů ŝŶĐůƵĚĞĚ ĂĐƟǀŝƟĞƐ ƐƵĐŚ ĂƐ ŽƌŝŐĂŵŝ ǁŽƌŬƐŚŽƉƐ͕ ĐĂƌƚŽŽŶ ĚƌĂǁŝŶŐ͕ ĐƌĞĂƟŶŐ ŵĂƐŬƐ͕ ĐŽƐƚƵŵĞƐ ĂŶĚ ƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů ŵŽĚĞůƐ͘ dŚĞ ƉƌŽũĞĐƚ ŚŝŐŚůŝŐŚƚĞĚ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ĐŽŵŵƵŶŝĐĂƟŽŶ ƚŽ ĂĐŚŝĞǀĞ ŝŶĚŝǀŝĚƵĂů ĂŶĚ ŐƌŽƵƉ ĐƌĞĂƟǀŝƚǇ͕ ĂŶĚ ƚŚĞ ŝŵƉĂĐƚ ǁĂƐ ƉŽƐŝƟǀĞ ĨŽƌ ƚŚĞ ƐƚƵĚĞŶƚƐ ŝŶǀŽůǀĞĚ͘ dŚĂŶŬ ǇŽƵ ǀĞƌǇ ŵƵĐŚ ƚŽ ĞǀĞƌǇŽŶĞ ŝŶ ƚŚĞ ĞŶƚƌŽ ŽůŽŵďŽ ŵĞƌŝĐĂŶŽ͘

!"#$%&'()&)'(%*+&,-.!&!/&#%0..1&20*&(*$304.-0..) dŚŝƐ ƉƌŽũĞĐƚ ƉƌĞƐĞŶƚĞĚ ĂŶ ŽƉƉŽƌƚƵŶŝƚǇ ĨŽƌ ƚŚĞ ĞƐĞĂƌƚĞ WĂǌ ƉƌŽŐƌĂŵŵĞ ŽĨ ƌƚƐ ĚƵĐĂƟŽŶ ƚŽ ĐŽŶĮƌŵ ƚŚĞ ŶĞĐĞƐƐŝƚǇ ŽĨ ĞĚƵĐĂƟŽŶĂů ǁŽƌŬ ĨƌŽŵ

Ă ƐŽĐŝŽͲĐƵůƚƵƌĂů ĐŽŶƚĞǆƚ͘ /ƚ ǁĂƐ ĂŶ ŽƉƉŽƌƚƵŶŝƚǇ ĨŽƌ ǇŽƵƚŚ ƚŽ ďĞ ǀĂůƵĞĚ͕ ƚŽ ďĞ ƌĞƉƌĞƐĞŶƚĞĚ͕ ĂŶĚ ƚŽ ŵĂŬĞ ĚĞĐŝƐŝŽŶƐ ĂŶĚ ĞŶŐĂŐĞ ǁŝƚŚ ƉĂƐƐŝŽŶ ŝŶ ƚŚĞ ƉƌŽŐƌĂŵ͘ dŚĞ ďŽƵŶĚĂƌŝĞƐ ŽĨ ĞĚƵĐĂƟŽŶ ƌĞƉƌĞƐĞŶƚĞĚ ŝŶ ƚŚĞ ƐĐŚŽŽů ƐƚƌƵĐƚƵƌĞ ǁĞƌĞ ďĂŶŝƐŚĞĚ͕ ĞŶĂďůŝŶŐ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĐůĂƐƐĞƐ ŝŶ ǀĂƌŝŽƵƐ ƐƉĂĐĞƐ ŝŶ ĚŝīĞƌĞŶƚ ŶĞŝŐŚďŽƌŚŽŽĚƐ ĂŶĚ ĂƌĞĂƐ ŽĨ ƚŚĞ ĐŝƚǇ͕ ŝŶ ƚŚŝƐ ĐĂƐĞ ƚŚĞ ƵůƚƵƌĂů ĞǀĞůŽƉŵĞŶƚ ĞŶƚĞƌ ĨŽƌ DŽƌĂǀŝĂ͘ dŚĞ WĂƌŬ ŽĨ tŝƐŚĞƐ͕ ͞dŚĞǇ ǁĂůŬĞĚ͕ ƚĂůŬĞĚ͕ ůĂƵŐŚĞĚ͕ ŵĞƚ ĂŶĚ ƌĞĐŽŐŶŝǌĞĚ ƚŚĂƚ ŝƚ ĐĂŶ ĂŶĚ ƐŚŽƵůĚ ŇĂƩĞŶ ƚĞĂĐŚĞƌ ƌĞůĂƟŽŶƐŚŝƉƐ Ͳ ƐƚƵĚĞŶƚƐ͕ ǁŝƚŚŽƵƚ ůŽƐŝŶŐ ƌĞƐƉĞĐƚ͕ ůĞĂĚĞƌƐŚŝƉ ĂŶĚ ĞīĞĐƟǀĞŶĞƐƐ ŽĨ ƚŚĞ ƚĞĂĐŚŝŶŐͲůĞĂƌŶŝŶŐ ƉƌŽĐĞƐƐ͘͟ dŚĞ ƋƵĞƐƟŽŶ ŽĨ ƚĞƌƌŝƚŽƌǇ͕ ƚŚĞ ĞǀĞƌǇĚĂǇ ĂŶĚ ŚŽǁ ŝƚ ŝŶƚĞƌǀĞŶĞƐ ŝŶ ƚŚĞ ĐŽŶƐƚƌƵĐƟŽŶ ŽĨ ǇŽƵƚŚ ŝĚĞŶƟƚǇ ĂůůŽǁĞĚ ƐƚƵĚĞŶƚƐ ƚŽ ůĞĂƌŶ ĂďŽƵƚ ƚŚĞŵƐĞůǀĞƐ͕ ƌĞĐŽŐŶŝǌŝŶŐ ƚŚĞ ŐƌĞĂƚ ĚŝǀĞƌƐŝƚǇ ŝŶ ƚŚĞŝƌ ƐĐŚŽŽů ĂŶĚ ŶĞŝŐŚďŽƌŚŽŽĚ͘ tĞ ŬŶŽǁ ƚŚĞ ũŽǇ ĂŶĚ ĚĂŶĐĞ ĂďŝůŝƚǇ ŽĨ ΗďůĂĐŬƐΗ͕ ƚŚĞ ƐĞĂƌĐŚ ĨŽƌ ŝĚĞŶƟƚǇ ĂŶĚ ƚŚĞ ĚĂůůŝĂŶĐĞ ŽĨ ΗĨĂŐƐΗ͕ ĚĞŶƵŶĐŝĂƟŽŶ ĂŶĚ ƚŚĞ ƉŽůŝƟĐĂů ƉŽƐŝƟŽŶ ŽĨ ΗƌĂƉƉĞƌƐΗ͕ ƚŚĞ ƉĂƐƐŝŽŶ ĂŶĚ ĐŽŵŵŝƚŵĞŶƚ ŽĨ ΗŇŽŐŐĞƌƐΗ ƚŚĞ ƌĞƐƉĞĐƚ ĂŶĚ ĚŝƐĐŝƉůŝŶĞ ŽĨ ΗĐĂƉŽĞŝƌĂΗ͕ ƚĂůĞŶƚ ĂŶĚ ŐŽŽĚ ǀŝďĞ ŽĨ ΗďƌĞĂŬ ĚĂŶĐĞΗ͕ ŝŶ ƐŚŽƌƚ͕ ƚŚĞ ĐƵůƚƵƌĂů ǁĞĂůƚŚ ŝŶ Ă ƐŵĂůů ƐĐŚŽŽů ƐƵĐŚ ĂƐ &Ğ Ǉ ůĞŐƌŝĂ >ƵŝƐ ŵŝŐŽ ĐĂŶ ďĞ ĨŽƵŶĚ͘ dŚĞ ƵƐĞ ŽĨ ŵĞĚŝĂͲƉŚŽƚŽŐƌĂƉŚǇ ĂŶĚ ǀŝĚĞŽ ŝŶ ĂĚĚŝƟŽŶ ƚŽ ŐĞŶĞƌĂƟŶŐ ŝŶƚĞƌĞƐƚ ĨƌŽŵ ƐƚƵĚĞŶƚƐ͕ ĂůůŽǁĞĚ ƚŚĞ ĂƉƉƌŽĂĐŚ ƚŽ ƚŚĞ ĚŝǀĞƌƐŝƚǇ ŽĨ ƐƵďĐƵůƚƵƌĞƐ ƚŚĂƚ ĚĞǀĞůŽƉ ŝŶ ĚŝīĞƌĞŶƚ ĂƌĞĂƐ ŽĨ ƚŚĞ ŶĞŝŐŚďŽƌŚŽŽĚ͕ ĂŶĚ ƚŚĞŶ ǁŝƚŚ ƚŚĞ ĞĚŝƟŶŐ ƉƌŽĐĞƐƐ ůŝǀĞ ƚŽŐĞƚŚĞƌ ͘͘͘ ŝŶ ƚŚĞ ƐĂŵĞ ƐĐĞŶĞ ͘͘͘ ĨŽƌ Ă ŵŽŵĞŶƚ ͘͘͘ dŚĞ ĚŝĂůŽŐƵĞ ŐĞŶĞƌĂƚĞĚ ƚŚĞ ŝĚĞĂ ŽĨ ǀŝƌƚƵĂů ƐƉĂĐĞ͕ ĂŶĚ ƌĞĐŽŐŶŝǌĞĚ ƚŚĂƚ ǁĞ ĂƌĞ ĚŝīĞƌĞŶƚ ĂŶĚ ŚĂǀĞ ƚĂůĞŶƚƐ ƚŚĂƚ ǁĞ ĐĂŶ ƐŚŽǁ ĂŶĚ ƐŚĂƌĞ͘ DĂŶǇ ƐƵƌƉƌŝƐĞĚ ĨĂĐĞƐ ǁĞƌĞ ƚŽ ďĞ ƐĞĞŶ ĂƐ ƚŚĞ ƉĂƌƟĐŝƉĂŶƚƐ ƉĞƌĨŽƌŵĞĚ ŝŶ ƐƉĂĐĞƐ ŶĞǆƚ ƚŽ ƚŚĞŵ ĂŶĚ ĚŝĚ ĂĐƟǀŝƟĞƐ ƚŚĂƚ ĐĂƵƐĞĚ ĂĚŵŝƌĂƟŽŶ ŝŶ ƚŚĞ ƐƉĞĐƚĂƚŽƌƐ͘ dŚŝƐ ǁĂƐ Ă ŐƌĞĂƚ ŽƵƚĐŽŵĞ ĂŶĚ ŽƉĞŶĞĚ Ă ĚŽŽƌ ŝŶ ǁŚŝĐŚ ǁĞ ĐĂŶ ĮŶĚ ŵĂŶǇ ǁĂǇƐ ĂƐ ŽĨ ƚŽůĞƌĂŶĐĞ͕ ƌĞƐƉĞĐƚ͕ ƐƵƉƉŽƌƚ͕ ƚƌƵƐƚ͕ ƚŚĞ ĨƵƚƵƌĞ͕ ĨƌŝĞŶĚƐŚŝƉ͕ ĚŝǀĞƌƐŝƚǇ͕ ƌĞƐƚŽƌĂƟŽŶ͕ ƉƌŽĐĞƐƐŝŶŐ͕ ĐŽŶƐƚƌƵĐƟŽŶ͕ ĐƌĞĂƟǀŝƚǇ͕ ƵŶŝƚǇ͕ ƉĂƐƐŝŽŶ͕ ĚŝƐĐŝƉůŝŶĞ͕ ĂĐĐĞƉƚĂŶĐĞ͕ ƐĞůĨͲĞƐƚĞĞŵ͕ ƌĞĐŽŶĐŝůŝĂƟŽŶ͕ ĂŶĚ ƉĞĂĐĞ͘ ŶĂ DĂƌŝĂ ĂƌĚŽŶĂ͕ dĞĂĐŚŝŶŐ WƌĂĐƟĐĞ͕ hŶŝǀĞƌƐŝƚǇ ŽĨ ŶƟŽƋƵŝĂ͘

â&#x20AC;&#x153;THE IMPORTANT THING IS NOT THE RESULT, IT IS THE EQUATIONâ&#x20AC;? T

he educational institution Francisco Luis Hernandez Betancur accompanied and supported the processes of the Desearte Peace program in this project. I felt the connection with social work and the issues proposed to be a part of change, and developing processes and technical training with the students. These processes went beyond simply taking part in art activities. Through the processes they discovered a common thread, which I shall call "processes of identity", which marked the work for the year 2009. Territory was the theme for this Youth Arts Festival, where students of the School for the Deaf expressed their identity, feelings, emotions and desires. Whether the participants had a disability or not was explored, and the transition out of the bubble to endeavor to see ourselves as other program participants. The deaf participants wished to address their territory in the form of portraits, which unified the group of deaf and listeners, using portraits as a way to express without words or signs. The chosen gestures, spontaneity and color in the portraits were used as channels for communicating, searching for different opportunities to communicate through painting and drawing at a real-life scale. The workshops were guided by the artist Deirdre Walsh from Cork City in Ireland, who helped us to build a project, and therefore a result. This was a significant encounter for the institution between cultures, particularly language, in a class where simultaneously three different languages were spoken; English, Spanish, and "sign" for deaf students. This experience was very satisfying and innovative. It gave the participants a sense of responsibility and raised morale. The students and myself enjoyed the festival and the celebration of art, and the whole project left with me a sense of "integration" and "interaction", which is our goal as an educational institution. The work continues and the process remains. Alejandro Ortega Deputy Head of the Artistic and Cultural Education.

THE TRAVEL EXPERIENCE, THE JOURNEY AS EXPERIENCE In my role as Teacher Coordinator in this project I had the

opportunity to work with the students of the school CASD on the theme: Youth - City. This resumed an aspect that was raised long ago, observing the relationship established by students to the center of the city as their territory. These reflections, increasingly complex, involve vital aspects such as death, violence and territorial identities. This Youth Arts Festival is a challenge to create a product of visual art. The students made small maps, which presented their daily routes from home to school and vice versa. We experimented with different artistic techniques by integrating concepts and found objects. As the process of producing the maps began, the social disorder problems around the institution were reflected in the maps. The material in the maps became a way of becoming aware of the problems and also the positive aspects of the neighborhood where the young people live. Our participation in this project increased the appreciation of contributions by young people from this institution, and gave me as a teacher in this project motivation to rethink issues and methodologies within the institution. Professor Jorge Herrera

ARTISTIC EXPERIENCES IN THE DESEARTE PAZ PROJECT With the passage of time man has found in art a way to express themselves, and even tell the world what you think about what

happens in everyday life. For this reason it has found its place in school, more specifically in the classroom, where students gain knowledge and reflect on what they think about their reality. In the artistic experience with the program Desearte Paz and Bello Oriente College the students communicate a vision of their context through music and movement. They explored perceptions of where they live (the neighborhood), as they live and what it means to them. They developed concepts about appearance and their daily lives, how they are part of a place that is full of symbols, experiences and emotions. Bello Oriente is one of the highest places of Medellin which has view of the city, where one feels as an inhabitant to be watching the characters in this city, of which we are part. Taking as reference the place where we live as the starting point for talking about territory. Youth Art is the means and the excuse to come up with elaborate symbolization and reflection within the classroom. The experience included exploring different approaches to art and to be able contact and experience of foreign artists who come to this place. The artist was able to show us what art is like where they are from and we in turn gave feedback from our culture and educational processes. This was a great experience that created much learning in the educational community and school in Bello Oriente. Here the expression of art and ideas have freedom to become a means by which students can be projected as critical and reflective of the society they inhabit. Bran Jimenez Francisco Javier - Teacher Art Education

THOUGHTS OF THE ART AND SCHOOL EXPERIENCE, Deseartez Paz T

he experience gained by students of the Educational Institution Priest Jose Antonio Bernal Londono resulted in commitment, innovation, recreation, appropriation, context, socialization, meetings, training, youth, and a wealth of experience....art that is alive. The proposal to reflect on ‘Art and School Participation - Wish you Peace’ is part of the new artistic programme of Arts and Education. This programme seeks to impact the educational context by using other ways to incorporate youth arts education, enriching the experience with new techniques, reflection of the young about their social and cultural development, development of awareness, and sharing with teachers and artists in other contexts. Most importantly the topics addressed are topics that offer significant learning and are increasingly linked more to the young people and their everyday life in an ethical and aesthetic development. These topics include: forced displacement, abuse of women and children, inclusion of youth, deterioration and preservation of the environment, and problems in prisons. As a pedagogical strategy for teaching, the program involves a huge commitment not only to the student in training, but also with the renewal of concepts, materials, resources, and spaces. This is a permanent way to rethink their strategy and make sense of the thematic content and proposals for the school, which have originated from the needs, interests and concerns of the students. Their concerns are not only for gaining knowledge, but also of love, projects, desire, and access to opportunities.What is important in this experience fostered by the Art Gallery, is that it breaks new ground not widely available before this, and calls for political, economic, national and international artists, teachers, and especially young children to perceive, think, dream, experience and express themselves through various art forms in harmony together. Ana Eva Hincapié and Luis Alfonso Isaza - Institución Educativa Presbítero Antonio José Bernal Londoño

SCHOOL - TERRITORY - SPACE SEXUAL DIVERSITY Through observation and representations of the environment, students from the school Merceditas Gómez Martínez addressed the issue of Sexual Diversity. They explored the relationship man – woman, looking at characteristic features that differentiate and create similarities. The students approached the subject from the perspective of everyday life, and discovered that society has made sex a taboo, and that young people should not deny their thoughts and feelings in these situations. It must also be recognized how important it is to have respect for themselves and others. The students developed texts outlining their views on perceived sexual discrimination in their territory, school, neighborhood, city, country, and the world. They collected personal belongings that represented themselves physically, emotionally, mentally and visually. Through this process they created their own vision of what sexual identity is, and how it can be built or destroyed. It is important to highlight the support received from the teacher Piedad Posada, who addressed the questions and opinions that the students had on the subject, extending the concept of sexuality from art history to the context of how young people live today. Leah facilitated the students in the creation of two-dimensional material that was installed in the Youth Arts Festival. Oneidis - Assistant Desearte Méndez Paz Centro Colombo Americano

Our patrons, Saint Francis of Assisi and St. Clare of Assisi, were friends, inseparable from nature and their care for everyone. Our patrons guide this project ‘territory without borders,’ and likewise, the Desearte Paz program, opens the doors to showcase the work done in our school, the place where we formed and where we make it happen. Seven years ago we formed a project to preserve the planet for people recycling, reducing and reusing waste. Activities like the annual period f recycling, reusing and proposing alternative materials such as plastics, recycled paper, glass, lids, and packages. Year after year we collected these materials for making clothes with couture designs. The students recognize the importance of the place where we live and want to contribute to solving environmental problems through strategies that improve the welfare of the territory of the educational community and the environment. The students wanted to visualize the school as a space that had a positive identity and a space that is environmentally conscious. The artistic group work we did to create a largescale dress was our way to express our effort, passion and views on environmental issues, a topic that is carried from the Santa Clara of Assisi College to the local community. This art object was installed in the Youth Arts Festival. Taken from the October 22 conference. Arte y Escuela Jornada Académica Festival de Arte Joven

TERRITORY AS THE BODY When the proposed theme of ‘territory’ was presented to the students they were interested by the idea of

‘body and territory’ and wanted to investigate a specific way to symbolize their identity, as the body is where they can showcase their tastes in clothing, fashion, colors, and everything that makes them special and unique, when they are free to do so. Through writing they began to investigate and develop their first impressions of identity. They drew their territory, capturing how it impacted them, what colors and what sounds they perceived, and who inhabited it. Then the students joined the high school subjects to the project design, as well as drawing and painting techniques. Each student submitted design ideas to reflect the theme in their dress, hairstyle and makeup. Irish artist, Siobhan Ross, and Cooperacion Renovacion Cultural, led by Javier Quiroz, submitted a proposal for African dance and the girls were silent, then said, "teacher, that's what we're going to dance?” At the beginning there were difficulties in coordination and rhythm and other problems with the communication because of language differences, but the students kept trying and succeeded. The day of Youth Art Festival, there was a variety of rhythms, dances, paints, colors, reviews, workshops, orchestrated primarily by Lina Betancur, Coordinator of Desearte Paz, and each accompanying teacher of creative processes in the institutions. For me as a teacher-artist accompanying the group of students from CEFA was quite enriching due to the process of creating, linking social realities and the issues of concern to young people. Support for the artists and their art proposals resulted in an exploration of expressions; I consider this to be a method that requires a provocative creative process but still offers extensive opportunities for social intervention and collaborative work.

Alba Nelly Londoño Ciro - Cultural Management Specialist Bachelor of Arts Education Arts Education Research Area arts-CEFA Professor

CLASSROOM/ ART AND SCHOOL Art throughout history has had several roles; one of them is used as a means by which humans communicate their ideas. The program Desearte Paz - Arts and School created the opportunity to engage with each of the institutions and teacher coordinators in the project, and to look at current social issues through art, to have options for displaying the art, and to sensitize students to look beyond the art of decorating a space or environment.

I love art, and although I realize that my students are not artists, I want to allow them feel a little of the passion I feel. For this, I am convinced that education is another way of making art, because it must be creative, original and current. When looking at the area of arts I see it as opportunity, not only to communicate and express ourselves, but to entice others to come together. This is where teamwork starts to take off. It is in the classroom where the work of art began, where the student and the teacher engaged in dialogue and rethinking their ideas. However, the classroom work does not end only with the thinking, sometimes you have to digress a bit and wonder what we do with all that already exists in our heads and our hearts? This leads to a brainstorm about what do young people dream of, and an opportunity to raise their awareness of individual or collective thoughts, representing what they feel. The task is not just symbolic, some young people, apart from implementing and formalizing their ideas into works of art, talk with their families and friends, trying to sensitize others to art. The classroom, the corridor, the school playground, and the art gallery, are places to think, places to appreciate art. Above all we have approached this project with one aim: that the information is not saved or kept private, it really is multiplied so that many people can benefit and feel on their skin and body everything that happens in your environment and your planet.Desearte Paz gives the students an opportunity to perform artistic processes. Students are not artists but have the sensitivity to create a work of art. It also takes into account the role of teacher-artist, who accompanies the artistic youth, besides being a vindication of the role of the teacher who teaches art. Mary Luz Ramirez, Professor of Art, CEFA